Math Gallery Walk Math Sculpting Artists Jan 23, 2017

- As an activity to bring students down from the post-recess high, have

them fill in a hundreds chart colouring in the boxes red for counting
by 2s to 20, blue for counting by 5s to 50, yellow for counting by 10s
to 50. SLO 1.1.1.1

GLO: 1.1.1.1

SLO: 1.1.1.9.c, 1.1.1.10

Objective: To allow students to show their addition skills they have built by
participating in a gallery walk in which students create groups out of playdough and
then transfer each others groups into written number sentences. Students will
have the opportunity to show their ability to meet the I Can Statements listed
bellow. This lesson also focusses on NUMBER TALK, which will be highlighted
throughout.

Assessment: Students will be assessed for meeting the following I Can

Statements both formatively for the coming lessons/planning, and also
summatively, with a mark based on the schools grading system that will apply to
their report card mark. ** It is important to note that gr. 1 math includes a
majority of formative assessment, and if students are not meeting I Can
Statements, necessary steps will be taken to ensure they have more opportunity to
do so.

- I can visually represent number sentences using various manipulatives

(1.1.1.9.c)
- I can numerically represent number sentences in written form (1.1.1.9.c)
- I can add numbers to create sums up to 10 (1.1.1.10 making ten)

Intro: Before students go to art room to start gallery walk activity, go over how
the activity will run, the I Can Statements that will be assessed, and behaviour
expectations.

- Students will get a plate/paper towel, playdough, and a recording sheet.

- Students must bring a pencil and eraser, and their math fun book.
- Students must walk quietly, be on task, not playing with playdough, but
instead using it as a manipulative. Let students know I will be a gallery
 walker with the ability to remove students from the activity. Students will
have three strikes before they are asked to withdrawal from the activity.
- (condensed form of this) Students will arrive in art room and be directed on
where to go (what colour playdough to find). Students will have 5 mins to
make balls out of playdough, then they will have a further 5 mins to arrange
their balls into an artistic grouping. WASH HANDS! Students will then
record their own grouping of balls, creating a written number sentence that
corresponds to the drawn picture. !!** Target certain students that have
struggled thus far (the students who have not attended class regularly). As
soon as students are done their own, have them work in their fun book till
everyone is done. Once everyone is done, have the green group go first. The
green group will take their recording sheet and fill in three more circles with
the groupings their classmates have created. Students must approach their
artists of choice by asking them how they grouped their playdough balls. **
emphasize that talking about numbers and groupings is the most important
thing!! Let them know that it helps me know if they are meeting the I Can
Statements. Students will draw the pictures, and start writing the
corresponding number sentences. The groups will then switch. Once
everyone is done recording, target students that need help. If all done,
allow students free time to play with playdough.

Activity: See above.

Close: When cleaning up, find another person with the same colour playdough and
tell them why using things like blocks and playdough can help make them better at
adding.

Reflection:

This lesson was unique because of our changed location. Doing a math
lesson in the art room allowed the students to enter a different set of mind,
especially since I amped it up for days that we were going to be math artists
in the art room. Reflecting on this, getting students excited about a
lesson/activity is half the battle. The more exciting an activity sounds, and
actually is, the more engagement there will be among students. I like to think
of lessons as wrapping a present. The intro of the lesson gives us hints as to
what the present is, the body of the lesson breaks the present down into
detail, and then in closing, the bow is tied around the present. This lesson
had an intro/attention grabber that had been talked about for days prior, the
details were fleshed out in the body, but there was no major bow tied at the
end of the lesson. I needed a proper recap of the whole thing; something to
sum up the essential concepts learnt. This could have been as simple as
bringing everyone together on the carpet after the lesson to briefly talk about
the main I Can Statements.